Reflection Prompt: How the artifacts in your pre-competencies verification reflect your technology use as an educator? In light of your learning about TPACK, identify areas of improvement needed.
Description: TF/TL Standard 1. Technology Operations and Concepts.
I was hired into my district, as a Library Media Specialist in 1996, to perform such duties as serve as a high school library, and as a Technology Coordinator. My duties included:
(1) Instruct Teachers on technologies (i.e., HP printer maintenance, scanner functions, VCR operations and connections to TVs, overhead projector operations, Laserdisc player operations, opaque projector functions, computer basics - computer components and functions, Microsoft Outlook, Microsoft Word, Internet Explorer navigation).
(2) Instruct Staff on technologies (i.e., HP printer maintenance, VCR operations and connections to TVs, overhead projector operations, computer basics – computer components and functions, Microsoft Outlook, Microsoft Word, Microsoft Excel, Microsoft Access).
(3) Instruct Students on the Internet (I decided to teach Internet Explorer as a browser tool and SIRCI the online catalog for the school library and public library).
In addition to the high school staff, I was also teaching these skills to 1 other librarian at the Junior High School, and 6 Library Aides in the district. The high school was the model for technology throughout the district.
The District Technology Coordinator (formerly the High School Librarian), along with the Librarian of the Junior High School and myself, convinced the Administration that we needed more hands. Technicians were hired to take care of computer maintenance. Administrative changes took place, suddenly, Teachers as Technology Leaders, and Librarian as Technology Coordinators, became a vision of the past. Over time the Technicians gained control over the equipment. In efforts to maintain control, the Technicians locked out and locked up computer hardware and software. Impact: Teachers would try and justify needs only to be turned down because of budget constraints. Teachers began to bring their own equipment and software into their classrooms. Everyone was doing something different. There was no Congruency. I was placed in the Primary School (Pre-K, K, 1), for the past 11 years, and have fallen behind using technology with students and teachers. I have used technology for planning my own lessons. The new District Technology Coordinator has taken the instruction of computer and equipment away from the Librarians (2 in District) and is trying to do it all herself with the Techies (total of 4 people, non of which are teachers) in the District.
Thanks to ISTE NETS and NCATE initiatives things will have to change. Teachers are now very much a part of the process for planning and utilization of technology in their respective buildings. The ISTE NETS provide guidelines to initiate the change in a constructive, effective, and efficient way. Intent: With my newfound knowledge through the Instructional Technology program, and ISTE NETS Standards, I intend on building a strong case as to why Teachers should be permitted to design instruction with technology that mets the needs of the students, and this technology needs to be provided through the school district funding or grant writing. The district should however, provide support to teachers, to help them design and tailor technology. We need Technology Facilitators!
Reflection Prompt: How the artifacts in your pre-competencies verification reflect your technology use as an educator? In light of your learning about TPACK, identify areas of improvement needed.
Description: TF/TL Standard 1. Technology Operations and Concepts.
I was hired into my district, as a Library Media Specialist in 1996, to perform such duties as serve as a high school library, and as a Technology Coordinator. My duties included:
(1) Instruct Teachers on technologies (i.e., HP printer maintenance, scanner functions, VCR operations and connections to TVs, overhead projector operations, Laserdisc player operations, opaque projector functions, computer basics - computer components and functions, Microsoft Outlook, Microsoft Word, Internet Explorer navigation).
(2) Instruct Staff on technologies (i.e., HP printer maintenance, VCR operations and connections to TVs, overhead projector operations, computer basics – computer components and functions, Microsoft Outlook, Microsoft Word, Microsoft Excel, Microsoft Access).
(3) Instruct Students on the Internet (I decided to teach Internet Explorer as a browser tool and SIRCI the online catalog for the school library and public library).
In addition to the high school staff, I was also teaching these skills to 1 other librarian at the Junior High School, and 6 Library Aides in the district. The high school was the model for technology throughout the district.
The District Technology Coordinator (formerly the High School Librarian), along with the Librarian of the Junior High School and myself, convinced the Administration that we needed more hands. Technicians were hired to take care of computer maintenance. Administrative changes took place, suddenly, Teachers as Technology Leaders, and Librarian as Technology Coordinators, became a vision of the past. Over time the Technicians gained control over the equipment. In efforts to maintain control, the Technicians locked out and locked up computer hardware and software.
Impact: Teachers would try and justify needs only to be turned down because of budget constraints. Teachers began to bring their own equipment and software into their classrooms. Everyone was doing something different. There was no Congruency. I was placed in the Primary School (Pre-K, K, 1), for the past 11 years, and have fallen behind using technology with students and teachers. I have used technology for planning my own lessons. The new District Technology Coordinator has taken the instruction of computer and equipment away from the Librarians (2 in District) and is trying to do it all herself with the Techies (total of 4 people, non of which are teachers) in the District.
Thanks to ISTE NETS and NCATE initiatives things will have to change. Teachers are now very much a part of the process for planning and utilization of technology in their respective buildings. The ISTE NETS provide guidelines to initiate the change in a constructive, effective, and efficient way.
Intent: With my newfound knowledge through the Instructional Technology program, and ISTE NETS Standards, I intend on building a strong case as to why Teachers should be permitted to design instruction with technology that mets the needs of the students, and this technology needs to be provided through the school district funding or grant writing. The district should however, provide support to teachers, to help them design and tailor technology. We need Technology Facilitators!